Teacher Training and Implementation of Teacher Performance Appraisal and Development Policy

The current study looked at the connection between teacher education and the implementation of Kenya's Teacher Performance Assessment and Development Policy in public secondary schools. Convergent parallel research architecture was used in this analysis. The target population included 48 principals, 48 deputy principals, 727 public secondary school teachers, one District Quality Assurance and Standards Officer (DQASO), and one TSC Sub-County chief. A total of 43 principals, deputy principals, 218 teachers, one DQASO, and one TSC Sub-County Director were chosen as part of the study.The validity of the instruments was assured by the two supervisors from the School of Education scrutinising the objects in the instruments. For all of the questionnaire's subscales, Bartlett's test for sphericity is significant (p0.001, p=0.000), and Kaiser-Meyer-hold Olkin indexes are all >.6. Cronbach's alpha was used to measure reliability, and a value of 0.700 was registered. According to the results of the Linear Regression study, teacher preparation accounted for 22.1 percent of the variance in the implementation of teacher performance assessment and growth policies among secondary schools, as indicated by Adjusted R2=.221.

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